Native American Studies Bachelor of Arts Degree Program

PROGRAM PROPOSAL

PREPARED BY TASHA HAUFF

Hauff, 1

Contents Introduction ................................................................................................................................................... 2

Rationale of Bachelor’s Degree in Native American Studies ....................................................................... 2

Program Mission, Outcomes, and Role at SBC ............................................................................................ 5

Degree Plan and Course Overview ............................................................................................................... 6

Target Audience, Job Opportunities, Recruitment ........................................................................................ 9

Program Feasibility ..................................................................................................................................... 13

Faculty Needed ........................................................................................................................................... 13

Program Budget .......................................................................................................................................... 14

Non-Financial Resources Needed ............................................................................................................... 15

References ................................................................................................................................................... 16

Hauff, 2

Introduction To fulfill Sitting Bull College’s mission to build the intellectual capital of the Standing

Rock people and community, the Native American Studies Division has explored the

development of a Bachelor’s degree program in Native American Studies (NAS). During this

exploration process, we have met with a 20-member NAS advisory committee, conducted

student, alumni, and community surveys, and observed trends regarding Native American

Studies in private, state, and tribally controlled colleges and universities. Through these efforts,

we have determined that a Bachelor’s degree program in Native American Studies will

effectively serve the needs of this community. This proposal describes the rationale behind our

proposal, the efforts to build this degree program in Native American Studies, and Sitting Bull

College’s capacity to move forward with an application to the Higher Learning Commission

(HLC).

Rationale of Bachelor’s Degree in Native American Studies Sitting Bull College has determined a need for a Bachelor’s Degree program in Native

American Studies for the following reasons:

Trends in NAS: There are four interrelated trends that signal the need for a BA program in NAS at

Sitting Bull College.

o First, beginning in the 1960s, Native peoples have founded and developed Tribal

Colleges and Universities as a means to “prepare their students to live productively in

two very different worlds”—the Indian, and the non-Indian world (Stein, 18). “It had to

be that way,” argues W.J. Stein (2009), “if [Native] peoples were to survive with some

semblance of whom they really were and are, and were to protect what they had retained

of their homelands and sovereign rights into the twenty-first century” (18). Thus, Tribal

Colleges and Universities were founded to protect, maintain, and develop tribal cultures,

as well as facilitate standard post-secondary education. The institution of a BA in NAS

would serve as one way that SBC could continue this mission.

o Second, non-tribally controlled institutions of higher education have also recognized the

value of Native American Studies. There is a growing demand across the United States

and Canada for Native American, First Nations, and other Indigenous Studies programs

as part of a larger movement to increase awareness about Native peoples’ histories,

cultures, and contributions to the world and reverse negative stereotypes about Native

peoples in mainstream media and education (Morris 2015). This demand has been in

response to the fact that mainstream college and universities have most often only

worked to serve the educational needs of white students. In recent years, as Taner (1999)

recounts, “universities have [since] learned the importance of responding to the needs of

all of their constituents and encouraging Native representation within all levels of

university governing bodies and in the lecture halls” (291). Currently, multiple academic

journals are dedicated to publishing Native American Studies research, these include, but

are not limited to, Wíčazo Ša Review, American Indian Quarterly, the Native American

Hauff, 3

Indian Culture and Research Journal, and Studies in American Indian Literatures.

Further, Native American Studies scholars have recently organized the Native American

and Indigenous Studies Association (NAISA). NAISA holds an annual conference, which

is growing rapidly. Its last meeting in 2013, had more than 900 attendees (NAISA 2016).

A BA in NAS program at Sitting Bull College would enable SBC students to participate

in this trend in Native Studies research and knowledge production.

o Third, studies in education have indicated a positive link between Native American

Studies and student achievement. For example, in their 1986 study among Očhéthi

Šakówiŋ college students, Huffman, Sill, and Brokenleg identify that students who retain

a greater sense of their traditional cultural identity and heritage, “seem to have a better

chance for achievement in college than their nontraditional counterparts” (7). More

recently, a Stanford study in education has recorded that Ethnic Studies courses (which

can include Native American Studies courses), help boost school attendance and

academic performance among at risk high school students (Donald 2016).

o While studies have highlighted a significant link between student identity/culture and

student academic performance, recent studies have also highlighted the loss of Native

identity/culture in Native communities today. One of the most-clear examples of this is in

Očhéthi Šakówiŋ language maintenance. The Lakota Language Consortium has

announced that the number of Lakota speakers has decreased by around 66% in the past

10 years (Lakota Language Consortium 2016). While, one of Sitting Bull College’s

institutional outcomes reads, “Students will gain an understanding and appreciation for

Native American cultures,” students will not be able to experience the benefits of Očhéthi

Šakówiŋ language, culture, and identity, let alone understand and appreciate them, if

Očhéthi Šakówiŋ teachings and language are no longer known. The BA program in NAS

would introduce students to Očhéthi Šakówiŋ knowledge as a means of preserving,

maintaining, and developing that knowledge as well establishing in those students a

greater sense of identity and self-worth.

Dearth of NAS Degree Offerings in Area: There are no programs in the area that offer a BA in

NAS. One of the closest programs is at Black Hills State University, which is nearly 250 miles

away from Fort Yates. Currently students can earn a BA in General Studies with an emphasis in

Native American Studies, but cannot major in Native American Studies. SBC offers a unique

learning experience for students by incorporating the culture of the Očhéthi Šakówiŋ people

within its curriculum and campus functions. With this in mind, there is desire to demonstrate that

SBC sees the utmost value in Očhéthi Šakówiŋ language, history, value systems, and

intellectualism by offering a Bachelor’s degree in Native American Studies.

Interest in NAS BA: Our surveys have indicated much interest in a BA in NAS program among

students, alumni, and Standing Rock community members.

o Twenty-one students took the student survey. Sixteen students indicated they

were at least somewhat interested in obtaining a BA in NAS, even though eight of

those students indicated that they were in their third or fourth year of the program

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(and thus unlikely to switch majors). Further, twelve students indicated they hope

to enroll in our program within the next two years.

o SBC alumni have expressed interest in obtaining their BA in Native American

Studies. While only seven alumni took the survey, five said they would have been

interested or very interested in a NAS BA degree if it were available during their

time here. Additionally, six alumni indicated they hope to return to SBC and

enroll in our program within the next two years.

o Nearly half of the 150 individuals from the community said they would be at least

somewhat interested in obtaining a BA in NAS from Sitting Bull College.

Seventeen people indicated they would be very interested in the program. Sixty-

nine individuals indicated they hope to enroll in our program within the next two

years. (Thirty-eight individuals indicated they hope to enroll within one year, and

thirty-one people indicated they hope to enroll between one and two years).

Expand Definition of NAS: There is a need to re-define what Native American Studies means

among Standing Rock community members.

o Members of our community advisory committee, as well as other participants in the survey,

understand Native American Studies broadly, to include topics in history, tribal governance,

federal Indian policy, and philosophy, as well as language. Indeed, it is its interdisciplinary

nature that makes this program so valuable to the SBC community.

o However, some of the participants signaled that they understand Native American Studies to

mean simply Native language-learning; and, therefore, some of these participants did not see

Native American Studies as useful in their field of employment. For example, one

participant, who works as a case manager, wrote that they did not believe a BA in NAS

would be beneficial in their field of employment because “there are not native speakers

coming in for help.” A coordinator for the National Environmental Policy Act indicated that

they thought a BA in NAS would “not [be] something that we would utilize year round

[because we] would only need translations for signs and our signs only get updated every few

years. So in this case we can simply ask someone from our education department to translate

as needed.” Both of these participants indicate that they understand Native American Studies

to be simply Očhéthi Šakówiŋ language-learning. Further, the first statement indicates that

the participant sees no use for the language, if there no one else speaks it, while the second

statement indicates that the language is only needed for signage. These statements contradict

what other community members and scholars have to say about the importance of indigenous

language.

o When asked about the importance of the Očhéthi Šakówiŋ language, members of our

advisory committee indicated that, rather than simply providing a means of communicating

with traditional Očhéthi Šakówiŋ language speakers, Očhéthi Šakówiŋ language-learning

should be understood as a means of developing a Native perspective that they believe will

better serve the Standing Rock community.

o For example, Advisory Committee member John Red Bear explains, “Understanding

and speaking language will revitalize us by identifying who we are. Then we would

know where we come from, where are going, and [it] will determine our survival.”

Hauff, 5

Mike Little Bear writes, “I feel the language is important to an individual. Since it is

a living language and grounds a person. To give an individual his/her identity back,

which I feel many people struggle with living in a world of chaos and confusion.”

And Tom Redbird notes, “The Lakota language is very important because it is the

only way to teach the values, identity, way of life. Ceremonies, inipi, spiritual ways.”

o Our committee’s responses are in line with what academic experts in language

revitalization have to say about the importance of language. As Joshua Fishman

(2010) recognizes, there is a great link between the language one speaks and one’s

understanding of self and place in the world, or identity. And Dr. Leanne Hinton

(2001) writes, “Language choice is part of the right of indigenous peoples to their

own land, to autonomy, and to cultural and economic self-determination” (4). Yet,

the community survey data shows that some community members do not recognize

the inherent connections among Očhéthi Šakówiŋ language and Očhéthi Šakówiŋ

identity and Očhéthi Šakówiŋ political autonomy. By offering an interdisciplinary

program, the NAS division hopes to help students identify and analyze these

connections.

Need to Recognize and Validate Očhéthi Šakówiŋ Knowledge: There is also a need to officially

recognize and validate Očhéthi Šakówiŋ teachings as knowledge that is on par with academic

knowledge. Community survey participants implied that while institutions and employers may

recognize the importance of Očhéthi Šakówiŋ teachings, they often can only hire people with

some sort of official degree. Yet, there is currently no degree that recognizes such knowledge as

worthy of a college degree. As one community member notes in their survey, “there are many

people with knowledge of our ways and who are very wise however sometimes [the kinds of

knowledge they possess] don’t fit with any of the degree plans that SBC offers.” The BA in NAS

provides one way for the community to officially recognize Očhéthi Šakówiŋ teachings as

equivalent to other kinds of academic knowledge. Another survey participant sees this potential

in a BA in NAS program and explains, “[A BA in NAS would] reinforce what I already know,

and would provide me with collegiate credentials.”

Program Mission, Outcomes, and Role at SBC

Program Mission Statement: Native American Studies (NAS) at Sitting Bull College is an

interdisciplinary program that engages with Native American life through history, the social

sciences, cultural studies, and philosophy. With a focus on Lakota/Dakota language and culture,

the Native American Studies Division seeks to develop student understanding of traditional and

contemporary Native life and aims to prepare students for the current challenges that are unique

to Native peoples. Therefore, in addition to courses in language and culture, Native American

Studies offers courses in indigenous language loss and language revitalization, federal Indian

policy, tribal governance, methods in indigenous research, and other relevant topics.

Program Student Learning Outcomes: The NAS BA program will facilitate the achievement of

Sitting Bull College’s overall mission to build intellectual capital and promote economic and

Hauff, 6

social development by preparing students to be community-centered leaders. Upon completion of

the BA in NAS program,

o Students will read, write, understand, and speak the Očhéthi Šakówiŋ language

proficiently both in and outside the classroom.

o Students will identify the challenges that Native people face today through

effective oral and written communication.

o Students will demonstrate knowledge of Očhéthi Šakówiŋ history, institutions,

values, by applying such teachings in personal, public and academic situations.

Role of Program at Sitting Bull College: The institutional mission of Sitting Bull College reads as

follows: “Guided by Lakota/Dakota culture, values, and language, Sitting Bull College is

committed to building intellectual capital through academic, career and technical education, and

promoting economic and social development.” The BA in NAS helps fulfill SBC’s institutional

mission by helping students not only learn and understand Očhéthi Šakówiŋ culture, values and

language, but also by helping students apply such knowledge as a means of overcoming the

challenges that our communities face today.

Degree Plan and Course Overview Description of Program Courses: The NAS BA program will offer upper-level courses in Očhéthi

Šakówiŋ language, history, culture, politics, and art, as well as comparative courses that situate

the Očhéthi Šakówiŋ people within larger North American and global frameworks. Further, the

NAS BA program will offer many applied courses, internships, cross-listed courses and other

opportunities for students to develop the knowledge, skills, and confidence to become leaders in

Native communities. By allowing students to take many courses outside of NAS, this program

will encourage students to apply NAS knowledge and skills in other academic disciplines.

Finally, the NAS program will ensure continued connections with the Standing Rock community

by involving community members and leaders whenever possible, including in determining

assessment plans, and holding at least three community events every semester.

Proposed Degree Requirements:

GENERAL EDUCATION REQUIREMENTS

ENGL 110 Composition I ............................................................................................................................... 3 cr.

ENGL 120 Composition II ............................................................................................................................. 3 cr.

COMM 110 Fundamentals of Public Speaking ................................................................................................ 3 cr.

MATH 103 College Algebra .......................................................................................................................... 4 cr.

PSYC 100 First Year Learning Experience .................................................................................................. 3 cr.

SOC 120 Transitions-Graduation & Beyond ............................................................................................... 2 cr.

NAS 101 Lakota/Dakota for Beginners ....................................................................................................... 4 cr.

CSCI 101 Introduction to Computer Applications ...................................................................................... 3 cr.

HUMANITIES or SOCIAL & BEHAVIORAL SCIENCE ..................................................................................... 6 cr.

Select any two (2) courses from: Arts, English, History, Humanities, Music, Native American

Studies, Philosophy, Anthropology, Criminal Justice, Economics, Geography, Human Services,

Political Science, Psychology, and Sociology

HEALTH/PHYSICAL EDUCATION ..................................................................................................................... 2 cr.

Any two (2) one-hour courses or any one (1) two-hour course

LABORATORY SCIENCE ..................................................................................................................................... 8 cr.

Any two (2) four-hour laboratory science courses

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Total General Education Requirements ..................................................................................................... 41 credits

CORE REQUIREMENTS

NAS 102* Lakota/Dakota for Elementary……………………………………………………………….4 cr.

NAS 201* Lakota/Dakota for Pre-Intermediates……………………………………………………….4 cr.

NAS 202* Lakota/Dakota for Intermediates……………………………………………………………..4 cr.

NAS HISTORY………………………………………………………………………………………3 cr.

NAS 108, NAS 109, or (other NAS history course)

NAS ARTS………………….. ………………………………………………………………………3 cr.

ART 145, ART 146, ART 245, ART, 246, ART 247, NAS 110, or NAS 213

NAS GOVERNMENT………………………………………………………………………………..3 cr.

NAS 203, or NAS 109 (if not taken already for history req), or CJ 205

NAS 208 Lakota/Dakota Tradition, Philosophy, and Spirituality……………………………………..3 cr.

NAS Očhéthi Šakówiŋ Teachings I ...................................................................................................... 1 cr.

NAS Očhéthi Šakówiŋ Teachings II ..................................................................................................... 1 cr.

NAS Očhéthi Šakówiŋ Teachings III .................................................................................................... 1 cr.

NAS Očhéthi Šakówiŋ Teachings IV ................................................................................................... 1 cr.

ELECTIVES ………………………………………………………………………………………………....12 cr.

Total Core Requirements………………………………………………………………………………40 credits

PROFESSIONAL CORE REQUIREMENTS

NAS 301* Lakota/Dakota for Advanced-Intermediates………………………………………………..4 cr.

NAS 302* Lakota/Dakota for Proficient Learners…………………………………………………………4 cr.

NAS 421 Lakota/Dakota Social and Kinship Systems………………………………………………..3 cr.

NAS 431 History of Traditional Lakota/Dakota Leadership and the Ithanchan…………………….3 cr.

Or NAS 411 Lakota/Dakota History

NAS 311 Native American Women……………………………………………………………………..3 cr.

NAS ??? Native Sovereignty and Decolonization……………………………………………………….3 cr.

NAS 498 Senior Capstone Internship…………………………………………………………………..1 cr.

NAS Electives ( # 300+ level)….……………………………… ………………………………………………9 cr.

Electives (300+ level)……………………………………………………………………………….......21 cr.

Total Applied Learning core Requirements…………………………………………………………45 credits

Total Degree Requirements:………………………………………………………………………… 126 credits

* Cross-listed with 4 credits of sequenced LDL intensive courses.

Required NAS Courses and contributions to program outcomes:

COURSE Description Total Credits

NAS 498 Senior Capstone Internship in greater SRST

community at 3 hrs week.

Contributes to “challenges”

and “teachings” outcomes

1

NAS 200 level

Očhéthi Šakówiŋ Teachings

These courses help transmit

knowledge of the Očhéthi

Šakówiŋ sacred rights.

Contributes to all three

outcomes

4 credits

NAS 400 level This course gives an 3 credits

Hauff, 8

Native Sovereignty and

Decolonization

overview of the

interpretations of and

challenges to tribal

sovereignty, as well as

theories and practices of

decolonization.

Contributes to “challenges”

and “teachings” outcomes

NAS 101-302

Očhéthi Šakówiŋ Language

Language sequence develops

student to Očhéthi Šakówiŋ

language proficiency

Contributes to “language”

outcome.

4 credits, each= 24 credits

NAS History requirement These courses take an in-

depth look at NA history as

well as the ways histories are

produced.

Contributes to “teachings”

and “challenges” outcomes.

3 credits

NAS 431 History of

Traditional Lakota/Dakota

Leadership and the Ithanchan

This course examines

Očhéthi Šakówiŋ leadership

and government institutions

before colonization.

Contributes to “teachings,”

“challenges,” and “language”

outcomes.

3 credits

NAS 208 Lakota/Dakota

Tradition, Philosophy, and

Spirituality

This course provides an

introduction to Očhéthi

Šakówiŋ teachings.

Contributes to “teachings”

and “language” outcomes.

3 credits

NAS 311 Native American

Women

This course examines the role

of Native women and gender

in Native American Studies.

Contributes to “teachings”

and “challenges” outcomes.

3 credits

NAS 421 Lakota/Dakota Social

and Kinship Systems This course provides an in-

depth look at Očhéthi

Šakówiŋ ways of relating to

other people and peoples. It

contributes to “teachings”

and “language” outcomes.

3 credits

NAS 204 Native American

Governments

These courses provide an

introduction to the ways in

which tribal governments

relate to US state and US

3 credits

Hauff, 9

federal governments.

Contributes to “challenges”

outcomes.

NAS Art Requirement This requirement provides a

way for students to engage

with Očhéthi Šakówiŋ

teachings in a hands-on way.

Contributes to “teachings”

and possible “language”

outcomes depending on what

course is taken.

3 credits

Target Audience and Recruitment Who: The bachelor’s degree in Native American Studies is designed for students passionate

about preserving, maintaining and developing Očhéthi Šakówiŋ communities, in a manner that

adheres to Očhéthi Šakówiŋ values.

Why: Native peoples in the United State face challenges that no other political, ethnic, or racial

group face. By stressing Očhéthi Šakówiŋ teachings, the NAS program not only helps facilitate

the intergenerational transmission of traditional knowledge that is currently at risk of dying out,

the program also enables students to analyze the world through an Očhéthi Šakówiŋ perspective.

In this way, the BA in NAS program will help students develop the skills to think critically about

the challenges Native peoples face, and become leaders in their communities.

Recruitment: Native American Studies plans to recruit students of all adult ages. We plan to

recruit at high school in the greater Standing Rock community and in other Očhéthi Šakówiŋ

networks. We plan to use social media, email, phone, and in-person meetings/presentations to

recruit. It’s worth emphasizing that, because we are at a tribal college, and are located on the

Standing Rock Sioux Reservation, our program will attract Očhéthi Šakówiŋ students who wish

to restore or strengthen their connection to their Native nation.

Employing the NAS Degree NAS knowledge needed in workforce: Community surveys have indicated that there is simply a need

for more individuals who know and can share the kinds of knowledge that the NAS Bachelor’s

degree program would provide. Of the 139 participants that answered the question, 106 (76%)

indicated that a degree in Native American Studies would benefit someone in their field of

employment. It’s worth noting that four participants (who are counted as part of the “unsure”

category”) indicated that a full degree in NAS was perhaps not needed, nevertheless college

courses in NAS would help someone in their field of employment.1 Survey participants were also

1 One participant suggested that a BA minor in NAS should be available rather than a full degree. In some fields of

employment where a specific kind of degree is needed, such as in education, it is understandable why an NAS BA

degree may not seem that desirable. However, 80% of the 97 participants in education indicated that a degree in

NAS would benefit someone in their field. This data seems to suggest that an education degree with heavy

emphasis (or perhaps a minor) in NAS would be a beneficial program.

Hauff, 10

asked how they see NAS benefitting someone in their field of employment. Answers to this

question highlight the fact that a NAS BA degree could serve the community in multiple ways by

benefiting employees in multiple fields.

o In the field of education, the survey data indicates that a BA in NAS would serve the

Standing Rock community by benefiting both the teachers and the students.

More specifically, participants noted that an NAS degree would help teachers

connect with their students. For example, one participant from education

wrote, “I absolutely think [the NAS BA degree] would [benefit someone in

Education]. I work with students who predominantly identify as Native,

especially Lakota/Dakota. Learning more about their culture allows me to

learn how to ally and partner with them better to create a different world.”

Similarly, another participant in education wrote: “Yes [a BA in NAS] would

[help someone in my field]. [A person with this degree] would be able to

understand more of the things that happened in the past is affecting everything

now.”

Participants in education also highlighted how a degree in NAS, or perhaps

more knowledge of NAS material would help them design their own

curriculum to better serve their students. As one participant comments, “Yes, I

do think a degree in Native American Studies would be beneficial. Having

teachers trained in teaching Native American Studies benefits all students.

Learning different cultures and languages enables students to expand their

knowledge and understand more about the diversity of the world.” Another

participant wrote: “Yes [a degree in NAS would benefit someone in my field

of employment]. It will make learning more interesting if Native American

culture is incorporated into the discussion.” Likewise, another participant

wrote, “[With a BA in NAS] I think that I could incorporate some Native

American Studies in the curriculum that I teach.”

Further, Sitting Bull College Curriculum Committee Member Tim Krahler,

who has formally worked as a school administrator in the area, reported that

as an employer of Social Studies teachers he would have given preference to a

teacher with a Native American Studies background over someone with a

general Social Studies focus. This is because information about the social

constructions that impact Native reservations, including Standing Rock, is not

taught in general Social Studies programs.2

o Community members who work for the tribal government also took the survey. Their

responses demonstrate that a BA in NAS degree would benefit a student looking to

work for the tribe multiple ways and in many different kinds of jobs.

This survey data highlighted that a BA in NAS would have immediate,

practical applications for graduates seeking employment. For example, a

participant working in tribal housing believes a BA in NAS would help

someone in their field of employment because “the majority of individuals can

2 Reported in Curriculum Committee Meeting on April 8th 2016.

Hauff, 11

possibly have a fluent Lakota/Dakota/nakota person living in their home.

Most of the actions revolve around the native culture, specifically on their

interactions with non-natives, which sometimes get misconstrued.” A person

working in the tribal Historic preservation office notes, “the Tribal Historic

preservation Office needs people who understand their culture, history,

language and way of life to protect our land base.” A tribal program director

notes, “[an education in NAS] shows the development of federal policies; how

they have led back to the idea of self-governance, and 638 contracting.”

Moreover, a program coordinator writes, “Yes [a BA in NAS would benefit

someone in my field of employment.] I work for the tribe in a field where you

need to understand federal policies, tribal governance, and most importantly,

the public we serve here.” Similarly, a program director notes, “Yes [a BA in

NAS would benefit someone in my field of employment], especially new

younger employees, as they would come in with an understanding of Tribal

Sovereignty and its implications.” And one participant, who works in the

Health or Medical fields, notes, “[A BA in NAS] will help [someone working

for the tribe] understand some cultural conflicts, how the Tribal government

system works, and history of the people we are trying to serve.” These

responses demonstrate how education in NAS could directly impact the work

experience of tribal employees in various fields of employment, because an

NAS degree would provide not only insight into Native life, but also a

working knowledge of the policies and laws that effect Native life today.

Survey data also highlights the ways a BA in NAS could benefit employees

by bolstering their individual and community identities. As one participant,

who works as a data coordinator, writes, “I think taking a native american

studies course as well as a language course would be important for all tribal

employees who are native, so we all can help strengthening our communities

& tribe.” Another program coordinator believes a BA in NAS would benefit

someone in their field of employment because they “feel it is important to

maintain our identity as a people and to understand who we are and where we

came from. Our values and ideals should carry on in our lives.” Statements

like these reveal that an NAS education could help strengthen a student’s

individual Native identity, as well as the community’s identity.

o Finally, at a recent meeting held on March 23rd 2016, the Native American Advisory

Committee agreed that a BA degree in NAS from Sitting Bull College should be required for

anyone seeking a seat in tribal council. This agreement signals the value of a NAS education

and its applicability in everyday Native life.

Job Opportunities: Because of its interdisciplinary nature, students graduating with a bachelor’s

degree in NAS could find employment or continue their education in a variety of fields,

including but not limited to, law and policy, community development, education, tribal

governance, administration, human resources.

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Below is a selection of recent (spring 2016) job openings on Lakota/Dakota reservations that

require or prefer applicants to have a background in Native American Studies:3

Residential Technician, Lake Oahe Group Home, Standing Rock Sioux Tribe

Case Manager/ND Office Child Protection Services, Standing Rock Sioux Tribe

Case Manager/SD Office Child Protection Services, Standing Rock Sioux Tribe

High School Language/Culture teacher, Standing Rock Community Schools

Elementary Language/Culture teacher, Standing Rock Community Schools

Residential Life Manager – Dormitory, Cheyenne Eagle Butte School

Cultural & Traditional Leader (Jr. High School) ,Cheyenne Eagle Butte School

Community Health Representative, Cheyenne River Sioux Tribe CHR

Executive Director, Cheyenne River Sioux Tribe Wisdom Keepers

Office Manager, Executive Secretary, Cheyenne River Sioux Tribe Legal Department

Public Defender, Cheyenne River Sioux Tribe Public Defender’s Office

Also, as more and more Očhéthi Šakówiŋ language and culture maintenance programs

get off their feet, there will be more and more employment opportunities for graduates of

Sitting Bull College’s NAS program, which emphasizes Očhéthi Šakówiŋ language

proficiency. For example, every year the Lakota Language nest and immersion school in

Fort Yates will open up at least one full-time teaching position, and multiple part-time,

assistant, or substitute positions for proficient Očhéthi Šakówiŋ language speakers.

Below is a short selection of recent (Spring 2016) job openings that are located off reservations,

nevertheless still require or prefer applicants with a background in Native American Studies or

related field.

In North Dakota and South Dakota:4

Collaboration and Training Coordinator, Partnerships with Native Americans Rapid City,

SD

Native American Cultural Coordinator, Volunteers of America, Dakotas - Sioux Falls,

SD

Service Coordinator Partnerships With Native Americans - Rapid City, SD

Archeologist, Bureau of Land Management, Dickinson, North Dakota

ALCC - NPS Career Institute Interns, Knife River Indian Villages National Historic Site

Native American Program Liaison, Grand Forks , ND

Outside of North Dakota and South Dakota:5

Director, First Nations Center, Indiana University, Bloomington, Indiana

3 These job openings were listed on the Cheyenne River Tribal Employment page, and the Standing Rock Tribal Employment page. Some positions may have been removed, once they were filled. 4 These positions are listed at the following website: http://www.indeed.com/jobs?q=Native+American&l=South+Dakota&start=40 5 Most of these positions are listed at the following website: https://www.naisa.org/job-postings/blog/page-17.html

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Anne Ray Internship for Museum Studies, Indian Arts Research Center, Santa Fe, New

Mexico

Associate Curator, Tweed Museum of Art at UMD, Duluth, Minnesota

Dartmouth College Director of the Native American Program, Hanover, New Hampshire

Repatriation Coordinator, University of Massachusetts Amherst

In addition, Native American Studies is a growing field in higher education. Students graduating

with a BA in Native American Studies from Sitting Bull College could surely continue their

education in Native American Studies at any of the many private and state institutions, in both

the USA and Canada, offering higher degrees in NAS or a related discipline. There are multiple

fellowships available for Native students who wish to continue their education at the graduate

level, and Sitting Bull College faculty are prepared to help students navigate this process.

Program Feasibility Resources: The NAS division at Sitting Bull College currently employs two full-time faculty and

at least 2 adjunct faculty every year. In addition, several full-time faculty in other SBC divisions

(in Education and Environmental Science primarily) teach and are willing to teach courses in

NAS or cross-list courses in NAS. As part of a tribal college that is located on an Očhéthi

Šakówiŋ reservation, our program is in a great position to work with community members in

developing courses that facilitate the transmission of Očhéthi Šakówiŋ teachings and will thus

help students face the challenges that are unique to Native peoples.

Limitations: Očhéthi Šakówiŋ knowledge traditional knowledge has been deemed invaluable to

the Standing Rock community. The NAS bachelor’s program has been designed in order to help

facilitate the intergenerational transmission of such knowledge. Moreover, in working to

preserve, maintain, and develop Očhéthi Šakówiŋ knowledge, this NAS program will rely

heavily on adjunct faculty from the community. Yet, many of these faculty will be bearers of

traditional Očhéthi Šakówiŋ knowledge that is not often recognized in formal academic

institutions. These individuals may not have degrees or other accolades otherwise required to

teach college class. For example, someone with intimate knowledge of Očhéthi Šakówiŋ

women’s ceremonies may, or may not, have a college, or even high school, degree. Because of

this, one of the great limitations of this program will be negotiating ways to adequately recognize

and compensate community members who do not have academic degrees, but who are

nevertheless willing and able to share their traditional knowledge as adjunct faculty.

Faculty Needed Because this program seeks to provide students with a truly interdisciplinary and well-

rounded education in Native American studies, the NAS program will need to provide courses in

both academic knowledge, and “traditional” knowledge. To facilitate the transmission of

traditional knowledge, the NAS BA program will need to hire more instructors from the

community who have knowledge and experience with Očhéthi Šakówiŋ teachings and practices.

The NAS advisory committee has agreed to help in recruiting suitable instructors for the specific

Hauff, 14

Očhéthi Šakówiŋ traditional knowledge classes. Because most of the individuals whom we will

call upon to teach these classes do not have the required master’s degree, NAS faculty will be

listed as instructor on record. Moreover, NAS faculty will seek out and secure funding from

various fellowships and grants, such as the Jacobsen or Phillips Fund grant that can be used to

compensate those individuals who share their knowledge with our students but who cannot be

hired as adjunct faculty.

Year 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Faculty

Required

for program

2 full time

24 credit hours

adjunct

2 full time

36 credit

hours adjunct

2 full time

48 credit

hours adjunct

2 full time

48 credit

hours adjunct

2 full time

48 credit

hours adjunct

Program Budget Costs for the program will include salaries for full time and adjunct faculty, Lakota

Language Dictionaries for Faculty computers and for computer labs, memberships and travel to

relevant academic conferences, and costs for routine community meetings and events.

Year 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

Salaries $61,050 $68,590 $76,390 $82,300 $83,800

Fringe $15,198 $17,148 $19,098 $20,575 $20,950

Supplies&

Equipment

$3,600 $3,600 $3,600 $1,800 $1,800

Technology $120 $60 $60 0 0

Membership $400 $400 $400 $400 $400

Travel $2,000 $2,000 $2,000 $2,000 $2,000

Total $82,368 $91,798 $101,548 $107,075 $108,950

Minimum #

Students*

9 10 11 12 12

*Based on $1,800 per full time student per semester ($3,600 per year), and $6,000 in ISC. This

also assumes no stop-outs and 100% retention

Program Costs Breakdown

Salaries

o Full time Faculty #1: MA 27 credit hours increment 6 in year 2016-2017, PhD

year 2019-2020

o Adjunct Faculty: 12 credits @ $550 per credit hour

Fringe 25% of Salaries

Supplies and Equipment

o Supplies

Hauff, 15

Course Supplies will paid for by student lab fees

Sound/ Media Lab: 1 computer and 2 headsets= $900, 2 each year for first

3 years. 900x2= 1800/ year for first three years.

o Community Event: (6 events)

Honoraria One speaker per event at $100 x 6= $600 year

Food $200 per event x6 = $1,200 year

Total: $1,800 per year

Technology

Lakota Language Dictionary: $30 each

Year 1: for 2 faculty and 2 sound lab computers= $120

Year 2: for 2 sound lab computers= $60

Year 3: for 2 sound lab computers= $60

Costs for updates included in initial payment

Membership

o Native American and Indigenous Studies Association $100 per FT faculty per

year

o American Society for Ethnohistory $100 per Full-time faculty per year

Travel: Total per faculty per year $1,200

o Travel 1,000 per faculty

o Total: $1,200 per faculty

Non-Financial Resources Needed Outside of funding, the BA in NAS will require the following:

Flexibility around internships and courses, especially those taught by community

members as adjunct faculty

Faculty to teach cross-listed courses

Language teacher training

NAS course re-naming for continuity

Official partnerships with SBC library, where historical documents and other archives

may be housed, accessed, and produced.

Lab hours (we need to teach applied knowledge, so we need more student contact hours

than just in a classroom for some classes.)

Classroom space for classes, and community meetings

Means of student transportation to off-campus class sites.

Hauff, 16

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